Summary:
The past couple of days the students have been working on understanding the idea of position and location and how motion changes an object's position depending on it's relative motion. They have taken notes from power points I have created that high light important vocabulary terms and concepts, have worked in small groups doing brief hands on activities so they can put my notes into their own perspective, and their understanding of the material has been assessed through short responses both written and verbal. Today, we are going to begin the second section of chapter 1, "Speed measures how fast position changes". This is a rather longer section, that contains slightly difficult concepts and formulas to learn, so I am going to split this section into two days again as well. Today we will focus on speed, calculating it and finding the average speed. I will also introduce the class to Distance-Time Graphs teach them how to calculate speed from a graph as well. After we work through these two types of problems together as a class, the students will have the option to work individually or in pairs/small groups on the "Challenge and Extension" worksheet that I will hand out to them. Also on the board I will be writing an equation, that the students will have to calculate the speed of and write the answer and show all work on the back of this same sheet. These two things will assess their knowledge and understanding on what was discussed today in class. Students will hand in the completed worksheets to me at the beginning of class tomorrow. This will count as a homework grade. There is not to much going on in today's class but I planned it this way for a reason Using formulas can be very difficult for some students, especially since is the first time they are being introduced to this particular formula. I want to make sure that every student builds a strong foundation on how to accurately calculate speed from both an equation and a graph. Therefore, I did not pack the class with a lot of work and information so there is plenty of room for me to go around to each student and answer any necessary questions.
Objective:
The students will calculate an object's speed both from an equation and from a graph. ("Challenge and Extension" worksheet)
Materials:
Notebook
Pen/pencil
Textbook
Challenge and Extension worksheet
Calculator
Instruction: Opening
Middle
Closing
Assessment:
The Challenge and Extension worksheet that the students will begin in class and finish at home if necessary, will count as the assessment for today's lesson. I will record this worksheet as a homework grade. This worksheet will assess the students ability in using the speed = distance/time formula that was introduced to them today. The worksheet requires the students to read information from a graph, place it appropriately into the formula, and perform the necessary calculations to retrieve the correct answer. It also tests the students ability to calculate average speed and asks questions to see if the students understand how to read the graph and what it tells us. I also provided an equation on the board that the students must answer on the back of the worksheet. This example tests the students ability in calculating the speed from an equation with given information. These will be handed in as a class, either at the end of the period or first thing at the beginning of class tomorrow. The students will also be required to a description wheel of "speed" that will remain in their notebook and just be checked off as we did in section 1 of this chapter. Again, the wheels are something that we are doing only for chapter 1 that will act simply as a study aid. In chapter two, I will introduce a new study technique to the students that they can use to help study.
Summary:
The past couple of days the students have been working on understanding the idea of position and location and how motion changes an object's position depending on it's relative motion. They have taken notes from power points I have created that high light important vocabulary terms and concepts, have worked in small groups doing brief hands on activities so they can put my notes into their own perspective, and their understanding of the material has been assessed through short responses both written and verbal. Today, we are going to begin the second section of chapter 1, "Speed measures how fast position changes". This is a rather longer section, that contains slightly difficult concepts and formulas to learn, so I am going to split this section into two days again as well. Today we will focus on speed, calculating it and finding the average speed. I will also introduce the class to Distance-Time Graphs teach them how to calculate speed from a graph as well. After we work through these two types of problems together as a class, the students will have the option to work individually or in pairs/small groups on the "Challenge and Extension" worksheet that I will hand out to them. Also on the board I will be writing an equation, that the students will have to calculate the speed of and write the answer and show all work on the back of this same sheet. These two things will assess their knowledge and understanding on what was discussed today in class. Students will hand in the completed worksheets to me at the beginning of class tomorrow. This will count as a homework grade. There is not to much going on in today's class but I planned it this way for a reason Using formulas can be very difficult for some students, especially since is the first time they are being introduced to this particular formula. I want to make sure that every student builds a strong foundation on how to accurately calculate speed from both an equation and a graph. Therefore, I did not pack the class with a lot of work and information so there is plenty of room for me to go around to each student and answer any necessary questions.
Objective:
The students will calculate an object's speed both from an equation and from a graph. ("Challenge and Extension" worksheet)
Materials:
Instruction:
Opening
Middle
Closing
Assessment:
The Challenge and Extension worksheet that the students will begin in class and finish at home if necessary, will count as the assessment for today's lesson. I will record this worksheet as a homework grade. This worksheet will assess the students ability in using the speed = distance/time formula that was introduced to them today. The worksheet requires the students to read information from a graph, place it appropriately into the formula, and perform the necessary calculations to retrieve the correct answer. It also tests the students ability to calculate average speed and asks questions to see if the students understand how to read the graph and what it tells us. I also provided an equation on the board that the students must answer on the back of the worksheet. This example tests the students ability in calculating the speed from an equation with given information. These will be handed in as a class, either at the end of the period or first thing at the beginning of class tomorrow. The students will also be required to a description wheel of "speed" that will remain in their notebook and just be checked off as we did in section 1 of this chapter. Again, the wheels are something that we are doing only for chapter 1 that will act simply as a study aid. In chapter two, I will introduce a new study technique to the students that they can use to help study.